Researchers have conducted two prior longitudinal retrospective syntheses of the journal "Teacher Education and Special Education." The present authors' approach is different; they analyze only the content published during their tenure as editors. They define big ideas that they believe are representative of what they published. They found that…

According to national standards for foreign language (L2) teacher education programs established by the ACTFL and the Council for the Accreditation of Educator Preparation (CAEP), L2 student teachers must be supervised by university faculty who are qualified L2 educators. An exploratory study was conducted to better understand the impact of…

The extent of similarities and differences among educable mentally retarded (EMR), learning disabled (LD), and emotionally disturbed (ED) children was investigated with 75 resource room teachers. Teachers were asked to provide information regarding the children in their classes and some of their program activities; equal numbers of each type of…

Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every…

The ratings of 38 regular and special education elementary school teachers were compared to determine the extent to which they shared similar reactions to the disturbingness of four sets of behaviors exhibited by children. It was found that regular teachers rated the behaviors as significantly more disturbing than did the special education…

A questionnaire was developed to assess the reasons for teachers' attitudes on several aspects of special education and mainstreaming. Subjects were 267 regular classroom teachers from a large intermediate unit in Pennsylvania. (MP)

The extent to which special education teachers judged the mathematics performance of a fourth-grade youngster to be a function of his handicapping condition and/or his competence was evaluated. Results are discussed with regard to previous research and implications for reducing the effects of labels. (Author/GK)

Forty special education teachers were asked to make decisions about a fourth grade boy who was portrayed as learning disabled or emotionally disturbed and who exhibited either high or low competence. Classroom placement decisions and future performance predictions were found to be a function of the child's perceived competence. Results were…

The relationship between the diagnostic label assigned to a child (emotionally disturbed--ED, learning disabled--LD) and the type of behavior exhibited by that child was investigated with 128 special education graduate students. Ss were asked to complete one of four randomly assigned case studies in which the label assigned to the child and/or the…

The extent to which 46 special education teachers judged the mathematics performance of a fourth grader to be a function of his handicapping condition and/or his competence was evaluated. A videotape presentation and brief case study were reviewed and teachers were asked the extent to which various attributes were influential in the child's…

Using data from a large-scale, mixed-method study involving 222 K-12 foreign language (L2) teachers and their supervisors (see Kissau, Yon, & Algozzine, 2011), in this article the researchers explore differences in beliefs across four demographic groups: experienced and inexperienced teachers, teachers with L2 teacher training and those without,…

Elementary school teachers were asked to describe a third-grade child and their attitudes about working with the child, based upon case reports which described either a boy or a girl, and sex-consistent or inconsistent behaviors. Sex-inappropriate behavior was viewed less favorably than sex-appropriate behavior. (GDC)

Notes that magnet schools are part of reform desegregation efforts in many school districts. Describes a study that explored perceptions of isolation among parents of students from different races in upper elementary and middle school magnet programs. Characterized the sensitivity of teachers to isolation in their schools. (Author/LPP)

One hundred and seventy-four elementary classroom teachers reviewed a case study on a third-grade male student exhibiting either unmanageable behavior, socially immature behavior, or perceptual difficulties within the classroom, and then indicated their agreement with 40 statements of possible interventions for the student. A factor analysis…

Approximately 120 regular classroom teachers were asked to read a case study and respond to 13 questions about the student who was portrayed as demonstrating either socially immature or unmanageable behavior. In addition, at a later time the teachers completed a checklist that indicated the extent to which certain student behaviors bothered them.…